Effects of the Child Development Project on Students' Drug Use and Other Problem Behaviors

By V. Battistich, E. Schaps, M. Watson, D. Solomon, C. Lewis. Journal of Primary Prevention, 2000

245 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/3383adab0e91a7dd6d03fc1eef68bb244081976c

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. D. Loton
2. E. Oros
3. C. Emery
4. E. Prince
5. Julie A. Hadwin
6. L. Waters
7. J. Froiland
8. F. Worrell

In Education

1. E. Oros
2. J. Froiland
3. C. Emery
4. D. Loton
5. E. Prince
6. Julie A. Hadwin
7. L. Waters
8. F. Worrell

Citations in the corpus

• Designing educational technologies in the age of AI: A learning sciences-driven approach (2019, background): “In addition, broader tutor characteristics should not be ignored (Evagorou & Dillon, 2011; Zohar, 2008), in particular, tutors’ personal (Klassen, & Tze, 2014), emotional (Battistich et al., 2000) and social traits (Lee et al., 2014).”
• SEARCH: A Meta-Framework and Review of the Field of Positive Education (2019, background): “Other school related outcomes included increases in school-related life satisfaction (Rose et al. 2009), student morale and motivation (Bernard and Walton 2011), school connectedness (Battistich et al. 2000; Bernard and Walton 2011) and connectedness to peers (Bernard and Walton 2011).”
• Intrinsic Motivation to Learn: The Nexus Between Psychological Health and Academic Success (2012, background): “School-wide interventions that elevate intrinsic motivation to learn and prosocial intrinsic motivation, also lead to reductions in drug use, violence, and vandalism (Battistich et al., 2000), as well as foster a sense of school community where students care, respect, and feel a commitment to one an”
• The role of a sense of school belonging in understanding the effectiveness of inclusion of children with special educational needs (2013, background): “(Battistich et al. 2000, 94) Social outcomes have also been the focus of research in relation to school belonging.”
• The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes (2009, unknown): “support play a critical role in SEL program implementation quality and student outcomes (Battistich et al., 2000; Conduct Problems Prevention Research Group, 1999; Dane & Schneider, 1998; Domitrovich & Greenberg, 2000; Kam, Greenberg, & Walls, 2003; Solomon et al., 1997, 2000).”
• Social and Emotional Learning (2020, background): “When students are attached to school and to prosocial teachers and peers, they are more likely to behave in prosocial ways themselves (e.g, Wilson et al., 2001; Battistich et al., 2000).”